「培風方舟」計畫之成效探討

Abstract

3R原則是現行學校在推動環境教育主要的觀念之一。因此，研究者在馬六甲培風中學以「Reuse」的概念設計了「培風方舟」教學活動。而教學活動的時間約5個星期；教學內容分為：在學校週會上進行宣導、班級授課、提供寶特瓶及建造培風方舟涼亭4個部份。本研究的研究目的為:一、探究初一學生（無參與教學活動）、初二以上學生（有參與教學活動）及老師(從旁觀察)在活動結束一年後的各項差異；二、探討初二以上不同參與程度(宣導、講述、給瓶、建造)學生之間，在活動結束一年後的各項差異；而主要探討的面向有「對『培風方舟』教學活動 的看法」、「利用『培風方舟』的狀況」及「『資源再利用』的認知、態度、行為」。 本研究採事後回溯研究（ex post facto research）的形式，以量化為主，質性為輔的研究方法，利用三份不同的自編問卷對馬六甲培風中學師生進行問卷調查。問卷收集方面, 初一學生有效問卷有102份，回收率達89%;初二至高二學生有效問卷有319份，回收率達90%;老師有效問卷有58份，有效問卷整體回收率為77%。此外,問卷的初稿經5位專家進行效度審查。至於信度方面,Cronbach α值初一學生為0.618;初二以上學生為0.755;老師為為0.784。 研究結果顯示：一、有參與活動同學在資源再利用認知上比無參與者來得較好，但不明顯；二、有無參與培風方舟教學活動的同學在資源再利用態度上有正面的反應，且接受三種教學法的同學之態度較無參與者積極；三、初二以上學生（有參與活動者）較初一學生及老師在資源再利用行為的表現較為優異，且參與「建造」活動的同學在資源再利用行為表現上較參與「講述」及「給瓶」者較佳；四、老師及初二以上學生在「對方舟教學活動看法上」都給予正面的評價，且參與「講述」活動的同學在對活動的評價上較「給瓶」及「建造」為佳；五、有參與課程的同學在利用培風方舟涼亭上未必較無參與者來得更頻繁，且任何教學法對於促進長遠利用上都沒有明顯的幫助。3R (reduce, reuse, recycle) is one of the main concepts that is greatly promoted in the environmental education of schools today. Therefore, during his stay at Payfong Secondary School,the researcher had used the concept of “reuse” and came out with the educational program of “Payfong ARK” which lasted about 5 weeks. The program syllabus is divided into 4 parts: program introduction during school assembly, program elaboration in classroom, collection of PET bottles and construction of “Payfong ARK”. The objectives of the research are: 1. Evaluation of Form 1 students (non-participants), Form 2 and above students (participants) and teachers (on site supervisors) 1-year after the launch of program. 2. Evaluation of Form 2 and above students of different areas of participation (introduction, description, collection of PET bottles and construction) 1-year after the launch of program. The areas of the evaluation include: 1. views about “Payfong ARK” program 2. usage of “Payfong ARK” 3. the knowledge, attitude and behavior of “reuse” This research was done by using ex post facto method, quantitative research being the primary and qualitative research as secondary, 3 different sets of surveys had been used on the students and teachers of Payfong Secondary School. Among all the collected surveys, the number of valid surveys of Form 1 students is 102, which is 89% of the total surveys being distributed. The number of valid surveys of Form 2 and above students is 319, which is 90% of the total surveys being distributed. The number of valid surveys from teachers is 58, 77% of the total surveys being distributed. The first draft of the survey had been evaluated by 5 experts. Regarding the degree of reliability, the Cronbach α of all 3 categories are 0.618, 0.755 and 0.784 respectively. The results of the research show that: 1. participants have better understanding about “3R” than non-participants, but not in a significant way 2. participants and non-participants had both shown positive response towards “3R”, participants of all 4 parts of the program had given more prominent response. 3. The attitude of Form 2 and above students (participants of the program) towards recycling is better than Form 1 students and teachers. Participants of “construction” have shown better behavior than participants of “description” and “collection”. 4. Teachers and Form 2 and above students had given positive feedback on “Payfong ARK” program, participants of “description” had given more positive feedback than participants of “collection” and “construction”. 5. The frequency of the usage of “Payfong ARK” (after the construction) is not directly related to the participation of the program. Any of the educational method of the program had not imposed any effect on the long term use of “Payfong ARK.